Considering the importance of language elements in skill learning, the currents research was an attempt to bring to light the effects phonetic transcription and morphological awareness have on listening comprehension, especially performing listening tasks. To put this aim into effect, 30 Iranian intermediate language learners were selected and then, respecting twins of independence and equality of chance, they were assigned to either control or experimental group in a random fashion. Conducting a separate experiment for each variable, participants were treated with phonetic and morphological instructions respectively. Then, using SPSS their performance on post tests were compared. The results of statistical analysis demonstrated that both phonetic transcription and morphological awareness have significant effects on performing listening tasks. These findings have implication for language teachers, language learners, curriculum designers and EFL theorists.
